This paper describes an undergraduate teacher education course offered at Urbana University (Ohio). The course introduces preservice teachers to the nature of multiculturalism in terms of economic, social, intellectual, age, and gender differences, leading participants to explore this educational process from sociological and psychological perspectives. The class provides a framework for: exploring influences that bear on students, teachers, and schools in terms of societal pressures and human diversity; recognizing prejudice, scapegoating, and discrimination; gaining the helping skills needed for promoting multicultural sensitivities; and examining the individual's own belief systems. Class activities run the gamut from class discussions to a videotape production. For purposes of synthesizing course material, a culminating project deals with the development of a visual construct on the role of the teacher in multicultural education. Based on the development of a conceptual model, the members of one class concluded that the desired status of multicultural education would be a continuing process whereby all students would experience educational equality regardless of personal backgrounds. An illustration of the visual construct is included. (LL)